REVIEW OF LITERATURE A sea change has been witnessed in the manner of Assessment and Evaluation
of secondary school students in our country since independence. India needed a
change in the education system because of the abrupt increase in number of students
and schools.
Secondary Education Commission (1952-53) The Secondary Education commission known as Mudaliar Commission which
was appointed by the government of India to bring changes in the education system
was an attempt to make it better for the Nation. The commission had made various
suggestions in order to improve the systems of examination and evaluation. The
commission advocated that the number of external examinations should be reduced
and objective tests should be introduced to change the pattern of questions papers.
This would discourage cramming and promote rational understanding to assess the
pupil’s all round “progress a proper report card should be maintained for each and
every pupil. The system of symbolic or assigning grade and not numerical marking
should be adopted for evaluating and grading the work of the pupils in external and
internal examinations. A candidate who has qualified the examination and wishes to
qualify in any additional subject(s) may appear in a subsequent examination.
Kothari commission 1964-66 National education commission popularly known as Kothari Commission was
set up by the Government of India on 14 July 1964 under the chairmanship of Daulat
Singh Kothari, then chairman of the University Grants Commission. The aim of the
commission was to examine aspects of the educational sector across the country and
evaluation of a general pattern of education. The commission, under the chairmanship
of D. S. Kothari, was the sixth commission in India post independence.
The
commission made many valuable recommendations to reform the examinations
system in India. The commission recommended that the aim of examination
reforms should be to improve the reliability and validity of examinations and to
make evaluation a continuous process. There is a need to increase facilities for
technical and vocational education at the secondary stage. Secondary and
vocational education should be according to to the requirements of the
developing economy and employment opportunities.. Facilities for technical and
vocational education should cover fields, such as agriculture, industry, trade and
commerce, medicine and public health, home management, arts and crafts,
secretarial training, etc.